Um curso de formação continuada para o ensino de matemática em ambientes virtuais durante a pandemia de COVID 19: contribuições para a formação de professores

Abstract

This text is a doctoral thesis that aims to identify and reflect on the contributions of the continuing education course "Each one in his home: some ways to teach mathematics in virtual environments" in teacher training and practice during the covid-19 pandemic and its possible implications for the post-pandemic moment. It seeks to answer the following question: “What are the contributions of the course in the training of teachers who needed to teach mathematics in virtual environments during the covid-19 pandemic?” This course was offered during the covid-19 pandemic to teachers who teach mathematics in Brazil and is the locus of our research. For the structure of the thesis, we chose the multipaper format, in which the thesis will consist of three scientific articles that together will help us answer the proposed research question, in addition to an extended introduction and final remarks. For this, we list three specific objectives, which are objectives of each article. The articles are independent and have their own references and methodologies. In the first article, we describe the development of that course to analyze its trajectory and make some reflections. In the second article, we analyzed the speeches of 11 course participants regarding the experience provided by the course to present the contributions of the actions/activities carried out in the course in the teaching practice of these course participants. In the third article, we analyze the contributions of the collaborative work developed, the course, in the formation and in the teaching practice from the perspective of the mediators. Above all, we will discuss the mediators' perspectives on the collaborative work developed and the emerging aspects arising from this work, as well as its impact on their teaching practice during remote teaching and for the post-pandemic face-to-face period. For this, the methodological approach used was qualitative and the data were produced with 17 mediators of the aforementioned course through an online questionnaire and the interactions of the mediators in a whatsapp group. In general, the results show that both course participants and mediators engaged with the course with great intensity, performing tasks or planning the course diligently. With this, they broadened their view on the use of digital technologies in mathematics teaching not only for the ERE period, but also for the post-pandemic period. Both were able to see new possibilities for evaluating the student through technological tools. We identified as contributions of the course: the learning acquired with the tools studied and with the exchange of experience; its impact on teaching practice already during the ERT; expectations for future practices based on the course experiences; and the recovery of gas and enthusiasm for the use of digital technologies and new teaching methodologies. In relation to the mediators, the contribution in the formation due to the participation in a collaborative group is also highlighted. We observed that collaborative work presents itself as a possibility with high potential for the professional development of teachers.